Early childhood years are foundational in children's social, emotional, and behavioral development. Problem behaviors among preschool children can present a great challenge for parents at home and teachers in early learning environments. In order to provide effective support strategies for children, parents, and teachers, factors associated with behavioral problems should be explored in different cultures. This study aimed to investigate the relationships between problem behaviors, temperamental traits, and parental self-efficacy among Turkish preschool children. Sample of the study consisted of 79 children (47 girls and 32 boys) between the ages of 52 and 81 months (M=67.21, SD=7.34) attending two public preschools in İstanbul. For each child, their parents completed Temperament Scale for Children and their teachers completed Problem Behavior scale of the Preschool and Kindergarten Behavior Scales. Parents also completed Berkeley Parenting Self-Efficacy Scale-Revised. Correlation analyses showed that while there was no significant relationship between children's problem behavior and parental self-efficacy, there were significant relationships between children's problem behavior and temperament as well as parental self-efficacy and temperament. Out of the seven temperamental traits, the two were correlated with problem behaviors and five were correlated with parental self-efficacy. Findings of the study shows that young children's temperamental characteristics play an important role in the development of their behavioral problems as well as their parents' self-efficacy. Parents and early childhood professionals can learn more about temperamental traits and self-efficacy in their management of child problem behavior.